Leiden University Student Repository

Barnhoorn, Lisa (2025)

Opvattingen over en Gebruik van GenAI-chatbots door Studenten in het Hoger Onderwijs: Is er een Relatie tussen Opvattingen en Gebruik?

Master thesis | Education and Child Studies (MSc)

Since the emergence of Generative AI-powered (GenAI) chatbots, their potential impact on education has been widely discussed in academic and educational fields. This study explores students’ acceptance and use of GenAI chatbots, by examining the relationship between their perceptions and usage. Additionally, the study investigates potential gender differences in these perceptions and usage patterns. A correlational study was conducted using online questionnaires distributed among higher education students in the Netherlands. Only students with experience using GenAI chatbots for educational purposes were included. The sample consisted of 134 students, with an average age of 22.64 years (SD = 5.145). Among them, 35 were men, 97 were women, and two identified as ‘other’. Most students were enrolled in behavioral and social sciences, as well as education and upbringing programs. Multiple regression analysis revealed that perceptions (performance expectancy, effort expectancy, perceived...Show moreSince the emergence of Generative AI-powered (GenAI) chatbots, their potential impact on education has been widely discussed in academic and educational fields. This study explores students’ acceptance and use of GenAI chatbots, by examining the relationship between their perceptions and usage. Additionally, the study investigates potential gender differences in these perceptions and usage patterns. A correlational study was conducted using online questionnaires distributed among higher education students in the Netherlands. Only students with experience using GenAI chatbots for educational purposes were included. The sample consisted of 134 students, with an average age of 22.64 years (SD = 5.145). Among them, 35 were men, 97 were women, and two identified as ‘other’. Most students were enrolled in behavioral and social sciences, as well as education and upbringing programs. Multiple regression analysis revealed that perceptions (performance expectancy, effort expectancy, perceived risk, and anxiety) and gender predicted 21 percent of the variance in behavioral intention. These perceptions, along with gender and type of education, accounted for 16.8 percent of the variance in actual usage frequency. Performance expectancy for study in general (PEa) was the strongest predictor in both models, showing a positive effect on both behavioral intention and usage frequency, while other predictors did not significantly enhance the prediction. The study also found gender differences. Men used the chatbot more frequently than women and reported less difficulty interacting with GenAI chatbots, while women expressed more concerns about potential consequences. Based on the results, several recommendations for educational institutions are suggested. Institutions should clearly inform students about how GenAI chatbots work, provide training on how to use them effectively, and promote the importance of academic integrity. These measures can help reduce gender disparities and alleviate concerns, allowing all students to benefit from this emerging technology.Show less

GenAI-chatbots

Chat-GPT

generative AI-powered chatbots

higher education

students' use

students' acceptance

gender differences

Author

Barnhoorn, Lisa

Faculty

Faculty of Social & Behavioural Sciences

Specialisation

Orthopedagogiek

Supervisors

Linting, M

ECTS Credits

20

Language

nl